Income Source and Race Effects on New-Neighbor Evaluations1

Two studies investigated the effect of income source and race on ratings of and objections to potential neighbors. Equivalent amounts of income from different sources included work only, work and public assistance, or work and a small inheritance. The race variable included African American, European American, or Hispanic. Subjects for Study 1 were undergraduate psychology students. Subjects for Study 2 were homeowners. Class bias was not a symbolic way to express race bias. There was a clear distinction between class bias and race bias in expression and function. Results indicate that class bias was used when subjects gave ratings of new neighbors. These biased ratings do not correlate with measures of racism. Furthermore, results indicate that objections to the new neighbors were more frequent for those gaining income from sources other than work. The findings indicate that class prejudice based on income source is primary and openly expressed, whereas racial prejudice does not appear as an important contributing factor in this context.     

Quality of Life and Autonomy in Emerging Adults with Early-Onset Neuromuscular Disorders

Emerging adulthood is an important period in the development of one's identity and autonomy. The ways in which identity and autonomy are viewed by emerging adults and how they impact quality of life (QoL) in individuals with early-onset neuromuscular conditions is not yet known. This study focused on understanding and exploring relationships between self-perceptions of emerging adulthood, autonomy, and QoL. Five previously validated measures were incorporated into an online survey and distributed to young adults with early-onset neuromuscular conditions and unaffected controls. Topics explored included individuals' views regarding their overall QoL, disease-specific QoL, components of emerging adulthood, and autonomy. We found that a sense of higher disease impact was associated with a lower Overall General QoL. Additionally, perceptions of key autonomy factors "negativity" and "instability" were uniquely associated with Overall General QoL in the case group as compared to controls, whereas "attitudinal autonomy" (attaining the ability to plan and follow through with goals) was important to this age group regardless of health status. The specific factors of emerging adulthood and autonomy that were significantly correlated with Overall General QoL can be used for developing targeted counseling and interventions to improve QoL for individuals and their families.     

Self-generated persuasion: effects of the target and direction of arguments

Previous research has revealed that self-persuasion can occur either through role-playing (i.e., when arguments are generated to convince another person) or, more directly, through trying to convince oneself (i.e., when arguments are generated with oneself as the target). Combining these 2 traditions in the domain of attitude change, the present research investigated the impact on self-persuasion of the specific target of one's own persuasive attempt (i.e., others vs. oneself). We found that the efficacy of self-persuasion depended on whether people believed that they would have to put more or less effort in convincing the self or others. Specifically, we found opposite effects for self-generated arguments depending on whether the topic of persuasion was proattitudinal or counterattitudinal. Across 4 studies, it was shown that when the topic of the message was counterattitudinal, people were more effective in convincing themselves when the intended target of the arguments was themselves versus another person. However, the opposite was the case when the topic was proattitudinal. These effects were shown to stem from the differential effort perceived as necessary and actually exerted in trying to produce persuasion under these conditions.     

Mental contrasting facilitates academic performance in school children

Two brief intervention studies tested whether teaching students to mentally contrast a desired future with its present reality resulted in better academic performance than teaching students to only think about the desired future. German elementary school children (N = 49; Study 1) and US middle school children (N = 63; Study 2) from low-income neighborhoods who were taught mental contrasting achieved comparatively higher scores in learning foreign language vocabulary words after 2 weeks or 4 days, respectively. Results have implications for research on the self-regulation of commitment to solve assigned tasks in classroom settings, and for increasing academic performance in school children in low-income areas.     

What's mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood

Executive functions (EFs; e.g. working memory, inhibitory control) are mediated by the prefrontal cortex and associated with optimal cognitive and socio‐emotional development. This study provides the first concurrent analysis of the relative contributions of maternal EF and caregiving to child EF. A group of children and their mothers (n = 62) completed age‐appropriate interaction (10, 24, 36 months) and EF tasks (child: 24, 36, and 48 months). Regression analyses revealed that by 36 months of age, maternal EF and negative caregiving behaviors accounted for unique variance in child EF, above and beyond maternal education and child verbal ability. These findings were confirmed when using an early child EF composite‐our most reliable measure of EF – and a similar pattern was found when controlling for stability in child EF. Furthermore, there was evidence that maternal EF had significant indirect effects on changes in child EF through maternal caregiving. At 24 months, EF was associated with maternal EF, but not negative caregiving behaviors. Taken together, these findings suggest that links between negative caregiving and child EF are increasingly manifested during early childhood. Although maternal EF and negative caregiving are related, they provide unique information about the development of child EF. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=NPKXFbbrkps     

Two Concepts of Basic Equality

It has become somewhat a commonplace in recent political philosophy to remark that all plausible political theories must share at least one fundamental premise, ‘that all humans are one another's equals’. One single concept of ‘basic equality’, therefore, is cast as the common touchstone of all contemporary political thought. This paper argues that this claim is false. Virtually all do indeed say that all humans are ‘equals’ in some basic sense. However, this is not the same sense. There are not one but (at least) two concepts of basic equality, and they reflect not a grand unity within political philosophy but a deep and striking division. I call these concepts ‘Equal Worth’ and ‘Equal Authority’. The former means that each individual’s good is of equal moral worth. The latter means that no individual is under the natural authority of anyone else. Whilst these two predicates are not in themselves logically inconsistent, I demonstrate that they are inconsistent foundation stones for political theory. A theory that starts from Equal Worth will find it near impossible to justify Equal Authority. And a theory that starts from Equal Authority will find any fact about the true worth of things, including ourselves, irrelevant to justifying legitimate action. This helps us identify the origin of many of our deepest and seemingly intractable disagreements within political philosophy, and directs our attention to the need for a clear debate about the truth and/or relationship between the two concepts. In short, my call to arms can be summed up in the demand that political philosophers never again be allowed to claim ‘that all human beings are equals’ full stop. They must be clear in what dimension they claim that we are equals—Worth or Authority (or perhaps something else).     

Word Meanings Evolve to Selectively Preserve Distinctions on Salient Dimensions

Words refer to objects in the world, but this correspondence is not one‐to‐one: Each word has a range of referents that share features on some dimensions but differ on others. This property of language is called underspecification. Parts of the lexicon have characteristic patterns of underspecification; for example, artifact nouns tend to specify shape, but not color, whereas substance nouns specify material but not shape. These regularities in the lexicon enable learners to generalize new words appropriately. How does the lexicon come to have these helpful regularities? We test the hypothesis that systematic backgrounding of some dimensions during learning and use causes language to gradually change, over repeated episodes of transmission, to produce a lexicon with strong patterns of underspecification across these less salient dimensions. This offers a cultural evolutionary mechanism linking individual word learning and generalization to the origin of regularities in the lexicon that help learners generalize words appropriately.     

Understanding knowledge effects on attitude-behavior consistency: the role of relevance, complexity, and amount of knowledge

The role of properties of attitude-relevant knowledge in attitude- behavior consistency was explored in 3 experiments. In Experiment 1, attitudes based on behaviorally relevant knowledge predicted behavior better than attitudes based on low-relevance knowledge, especially when people had time to deliberate. Relevance, complexity, and amount of knowledge were investigated in Experiment 2. It was found that complexity increased attitude- behavior consistency when knowledge was of low-behavioral relevance. Under high-behavioral relevance, attitudes predicted behavior well regardless of complexity. Amount of knowledge had no effect on attitude- behavior consistency. In Experiment 3, the findings of Experiment 2 were replicated, and the complexity effect was extended to behaviors of ambiguous relevance. Together, these experiments support an attitude inference perspective, which holds that under high deliberation conditions, people consider the behavioral relevance and dimensional complexity of knowledge underlying their attitudes before deciding to act on them.